基于原型范畴理论高中英语情态动词教学的实证研究

基于原型范畴理论高中英语情态动词教学的实证研究

来源:www.51fabiao.org作者:lgg发布时间:2018-05-30 21:05
本文是一篇英语硕士论文,英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的。
本文是一篇英语硕士论文,英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Introduction
 
This part was designed to explain the background, the purpose, thesignificance and the framework of the research. Details were stretchedout as followed.
 
0.1The Background of the Research
Traditional grammar teaching almost occupies a dominated positionin English modal verbs teaching. To be specific, first, in the classroomteaching, on the basis of traditional grammar, teachers mainly representmodal verbs’ meaning and usage in the syntax structure layer and can'thelp students fundamentally understand its connotation; second, Berendiet al.( 2008), Quirk etal.(1985),Zhang daozhen, Zhang zhenbang, underthe influence of traditional grammar, teachers adopt the listed andisolated methods of explaining modal verbs’meaning. Consequently, it ishard for students to acquire modal verb’s meaning in a systematic way.Talmy and Sweetser explain modal verbs’ meaning in a cognitive way.Sweetser (2002) believes the English modal verbs historically extendedfrom non-modal meanings to deontic modal meanings, and laterbroadened to the epistemic meanings. What’s more, a large number ofdomestic scholars make efforts to explore the English modal verb’steaching based on cognitive theories, such as Liang Xiaobo (2001), LuoLingyun (2007), Zhang Bocheng (2012), Liu Guobing (2013), etc. Fromthe perspective of cognition, meanings of modal verbs are explained in amore systematic and integrated way, which makes a favorablecontribution to foreign language teaching. Among them, the prototypecategory theory is most suitable one to the explanation of the Englishmodal verbs’ meaning for senior school learners. Some empiricalresearchers have found that the prototype category theory has reallymade great contributions to the acquisition of polysemy. The Englishmodal verb is also polysemy. The application of the prototype categorytheory to the English modal verbs’ teaching for senior high schoolEnglish teaching is still rare. Obviously, it is still worth a try to put moreattention to the application of the prototype category theory to theEnglish modal verbs’teaching for senior high school English teaching.
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0.2The Purpose of the Research
The paper is intended to investigate to what extent the effect of theapplication of the prototype category theory can have on learners'acquisition of the English modal verbs. To be specific, it aims to find outwhat extent the effect of the application of the prototype category theorycan have on learners' acquisition of the English modal verbs’ theprototypical meaning and the peripheral meaning. Apart from that it is toexamine the impact of the application of the prototype category theoryon learners' long terms memorization of English modal verbs, to be more specific, to examine the effect on the prototypical meaning and theperipheral meaning. The research questions are as follows:1) What is the impact of the English modal verb’s teaching based on thetheory of the prototype category on learner’s acquisition of Englishmodal verbs?2) What is the impact of the English modal verb’s teaching based on theprototype category theory on learners' long term memory of Englishmodal verbs?
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Chapter 1 Literature Review
 
1.1Previous studies on English modal verbs
In this chapter, previous studies of English modal verbs will bediscussed, including introduction which encompasses definition andclassification, semantic description of English modal verbs.Before discussing English modal verbs, this paper is willing to lookback on English modality. English modality has attracted manyintellectual researches, which starts back to Aristotle who focuses hisattention on the modal logic relation of possibility and necessity(Yi, 2000,p4). Although modality research has aroused extensive concern amongresearchers from logic and philosopher perspectives, it is also tolinguistics’appetite.Although modality can be expressed by modal verbs,modal adverbs and other constructions, it is generally held that the studyof English modal verbs takes a large proportion. So this paper willmainly discuss the English modal verbs.The definition of modality has been ambiguous so far, so did themodal verbs. However, it is obvious that the essence of modality is toemphasize the relationship between objectivity and subjectivity.Modality is a way to help people convey information and express theirintentions. Modal verbs is the mainly form of modality. There aredifferent version of definition from different angel. Routledge Dictionaryof Language and Linguistics (2000) make a definition for modal verbs as"semantically defined subset of verbs which express modal meaning inconnection with an infinitive of a main verb." It defines the modal verbsfrom the semantic perspective, which can’t be used separately but with amain verb. Richard defines the English modal verbs from the perspectiveof social function, where he holds the view (2000) that modal verbsdisclose attitude of the speaker/writer towards the state or eventcontained in another verb, and they are used to express a speaker's or awriter's standpoint, delivering either the degree of (un)certainty of theproposition, or meaning such as permission, obligation or necessity(Biber et al 1999). This definition of modal verbs is to some degreesimilar to that proposed by Chinese scholar Zhang Zhengbang who holdsthat modal verbs play an important part in English verb system which areused to express the speaker's attitude towards an action or state that isexpressed by the main verb. (Zhang 1986)
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1.2Previous studies on English modal verbs teaching
Linguistics do many researches on English modal verbs fromdifferent perspectives, which can be divided into 3 accounts. To bespecific, they are grammatical accounts, functional accounts andcognitive accounts, in which it includes the teaching exploration andempirical studies. In this part, teaching exploration and empirical studywill be discussed from these 3 accounts.Grammar teaching takes a large proportion in the second languageteaching. So it’s natural to teach English modal verbs using the grammarteaching way. This part will explain the modal verbs teaching from thegrammatical account in detail.Firstly,traditional grammar teaching especially focus on the modalverbs grammar function. It regards modal verbs as auxiliary verbs. ZhangZhenbang (1997)believes that auxiliary verbs includes the modal verbs,primary auxiliary verbs and semi-auxiliary verbs, so modal verbs are onekind of auxiliary verbs. Radford (1988) considers that modal verbs havethree distinguishing characteristics: no past participle, no gerund and nothird person singular form, which is used to discriminate between modalverbs and notional verbs. Secondly, traditional grammar teachingbelieves that each modal verb has a primary meaning and whenever thecontext changes, the primary meaning never changes. The differences liein that the context put different kinds of peripheral meanings on themodal verbs. Traditional grammar believes modal verbs’ meaning is thefoot-stone to the usage of modal verbs’ teaching, but they fail to teachmodal verbs’meaning in a systematic way. This kind of phenomenon canbe explained from two parts. In one part, according to the traditionalways of teaching, teachers presents its usage on the syntactic structurelevel, which ignores its connotations.
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Chapter 3 Methodology.....31
3.1 Research Design......31
3.1.1 Research Questions............31
3.1.2 Research Subjects.....32
3.1.3 Research Instruments......... 32
3.2 Research Procedure...........33
3.2.1Data Collection..........34
3.2.2 DataAnalysis............48
Chapter 4 Result and discussion..........51
4.1 The impact on the students’acquisition of modal verbs.....51
4.2 The impact on the students’long term memory of modal verbs’meanings........67
 
Chapter 4 Result and discussion
 
In general, this part is of great value to the whole research. Thereare two main parts here. Detailed discussion about the results of the dataand the reasons behind them are stretched in a full picture.
 
4.1 The impact on the students’acquisition of modal verbs
The first research question: what is the impact on the students’acquisition of modal verbs based on prototype category theory? To findout the results of the question, the pretest and the post-test of students’acquisition of modal verbs were conducted and the results analysis werereported in this part and the part consists of three main parts: the impacton learners' overall acquisition of modal verbs, together with the impacton learners' acquisition of modal verbs’ prototypical meanings and theimpact on learners' acquisition of modal verbs’ peripheral meaningsrespectively.After the teaching experiment, a post-test was conducted. Studentswere required to take a post-test. To find out whether there is differencebetween the pretest and the post-test scores of the two groups, the PairedSamples T Test was used in both the experimental group and the controlgroup. The analysis is as followed.
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Conclusion
 
It is widely acknowledged that English modal verbs take up a veryimportant position in the second language acquisition. However, itspolysemy meanings puzzle students a lot. Even though, they have done alot of exercises, they can hardly develop a full picture of English modalverbs’ meaning. With the implementation of the new English curriculumstandards, English modal verb teaching couldn't be attached moreimportance, while a large number of teachers and learner encountereddifficulties to promote the learning of English modal verbs. Students arepuzzled at modal verb’s complex meanings, unwilling to get it clear,even avoiding using modal verbs. It is necessary urgent to improvestudents' interest and confidence in learning English modal verbs,helping learners master English modal verb’s meaning is badly needed.Apparently, the prototype category theory has much in common with thenew way of English modal verbs teaching. This paper has carried out theempirical study of modal verbs based on the prototype category theory.The following part will explain the work already done, major findings,limitations and suggestions for further studies and pedagogicalimplications respectively.
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References (abbreviated)